Detailed Case Study Search the Archive Feedback

1. Arrange students into groups. Each group needs at least ONE person who has a mobile device.

2. If their phone camera doesn't automatically detect and decode QR codes, ask students to

- Download a QR reader (e.g. I-Nigma | NeoReader | Kaywa) onto their mobile devices
- Bring these devices into the lesson.

4. Cut them out and place them around your class / school.

1. Give each group a clipboard and a piece of paper so they can write down the decoded questions and their answers to them.

2. Explain to the students that the codes are hidden around the school. Each team will get ONE point for each question they correctly decode and copy down onto their sheet, and a further TWO points if they can then provide the correct answer and write this down underneath the question.

3. Away they go! The winner is the first team to return with the most correct answers in the time available. This could be within a lesson, or during a lunchbreak, or even over several days!

4. A detailed case study in how to set up a successful QR Scavenger Hunt using this tool can be found here.

## Question | ## Answer |

1. What is our I can statement for today | I can |

2. | |

3. 1.65 meters is the same as how many centimeters | yes |

4. | |

5. Write 165 cm as a mixed number | yes |

6. | |

7. 0.06 meters is equal to how many centimeters | yes |

8. | |

9. Write 0.06 as a mixed number | yes |

10. | |

11. Make your own example of a number in meters that is converted to centimeters and a mixed number then write it on a 3x5 index card | yes |

12. | |

13. What do you still need to work on in this lesson?Put answer on 3x5 card | yes |

14. | |

15. What do you understand best about this lesson? Put answer on 3x5 card | yes |

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